LE Trang

‍Unit and Topic

‍Learning Outcomes

‍Resources

‍What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?

‍Reflection

‍How far are you towards meeting these outcomes?

‍What went well?

‍What could have been better?

‍Targets

‍What do you need to do to achieve these outcomes?

‍What are your next steps?

‍Follow up

‍What have you done to follow up these targets?

‍What is the evidence of this?

‍Comments

I gain and revise my knowledge by completing fully all the assignments that are set by my teacher. I also research for information on the internet which is useful for

doing my homework. For sometimes, I take out my old science exercise books from the 3 previous years to remind of the knowledge that I have learnt and that they can used for studying

this topic.

I am quite confident about my knowledge that I have learnt from this topic.

I feel that I have learnt well from all the chapters in this topic.

However, I still need to keep me remind all the things that I learn or else I will forget them.

I will try to revise once every weekend to remind me of what I have learnt in school.

I will try to read more biology books to improve my knowledge and to understand the concepts of process in the nature (e.g pollination).

I make sure I finish all the homework set by my teacher. The evidence is still saved in my computer. I save them especially when it comes to revision for topic tests or exams.

This topic is one of my favourites.

I need to revise again the biological terms, the names of organisms and their features.

2.1 Classification and diversity of living organisms

Core

• Define and describe the

binomial system

of naming

species as a system in which the scientific name of an

organism is made up of two parts showing the genus

and species

• List the main features of the following vertebrates:

bony fish, amphibians, reptiles, birds and mammals

Supplement

• Know that there are other classification

systems e.g. cladistics (based on RNA/

DNA sequencing data)

• List the main features used in the

classification of the following groups:

viruses, bacteria and fungi, and their

adaptation to the environment, as

appropriate

2.2 Adaptations of organisms to their environment

(to be illustrated by examples wherever possible)

Core

• List the main features used in the classification of the

following groups: flowering plants (monocotyledons

and eudicotyledons (dicotyledons)), arthropods (insects,

crustaceans, arachnids and myriapods), annelids,

nematodes and molluscs

3. Simple Keys

Core

• Use simple dichotomous keys based on easily

identifiable features

Section II: Organisation and maintenance of the organism

1. Cell Structure and Organisation

Core

• State that living organisms are made of cells

• Identify and describe the structure of a plant cell

(palisade cell) and an animal cell (liver cell), as

seen under a light microscope

• Describe the differences in structure between

typical animal and plant cells

Supplement

• Relate the structures seen under the light

microscope in the plant cell and in the animal

cell to their functions

2. Levels of Organisation

Core

• Relate the structure of the following to their

functions:

• ciliated cells – in respiratory tract

• root hair cells – absorption

• xylem vessels – conduction and support

• muscle cells – contraction

• red blood cells – transport

Define:

•tissue

as a group of cells with similar

structures, working together to perform a shared function

•organ

as a structure made up of a group of

tissues, working together to perform specific

functions

•organ system

as a group of organs with

related functions, working together to perform body functions using examples covered in Sections II and III

3. Size of Specimens

Core

• Calculate magnification and size of biological

specimens using millimetres as units

4. Movement in and out of cells

4.1 Diffusion

Core

• Define diffusion

as the net movement of

molecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement

• Describe the importance of diffusion of gases and solutes and of water as a solvent

4.2 Active Transport

Supplement

• Define

active transport

as movement of ions in or

out of a cell through the cell membrane, from a

region of their lower concentration to a region of

their higher concentration against a concentration

gradient, using energy released during respiration

• Discuss the importance of active transport as an

energy-consuming process by which substances

are transported against a concentration gradient,

e.g. ion uptake by root hairs and uptake of

glucose by epithelial cells of villi

4.3 Osmosis

Core

• Define

osmosis

as the diffusion of water

molecules from a region of their higher

concentration (dilute solution) to a region

of their lower concentration (concentrated

solution), through a partially permeable

membrane

• Describe the importance of osmosis in the

uptake of water by plants, and its effects on

plant and animal tissues

• Describe and explain the importance of a water

potential gradient in the uptake of water by plants

5. Enzymes

Core

• Define the term

catalyst

as a substance that

speeds up a chemical reaction and is not

changed by the reaction

• Define

enzymes

as proteins that function as

biological catalysts

• Investigate and describe the effect of changes in

temperature and pH on enzyme activity

Supplement

• Explain enzyme action in terms of the ‘lock

and key’ model

• Explain the effect of changes in temperature

and pH on enzyme activity

• Describe the role of enzymes in the

germination of seeds, and their uses in

biological washing products and in the food

industry (including pectinase and fruit juice)

• Outline the use of microorganisms and

fermenters to manufacture the antibiotic

penicillin and enzymes for use in biological

washing powders

• Describe the role of the fungus

Penicillium

in

the production of antibiotic penicillin

6. Nutrition

Core

• Define

nutrition

as taking in of nutrients

which are organic substances and mineral

ions, containing raw materials or energy

for growth and tissue repair, absorbing and

assimilating them

6.1 Nutrients

Core

• List the chemical elements that make up:

• carbohydrates

• fats

• proteins

• Describe the synthesis of large molecules from

smaller basic units, i.e.

• simple sugars to starch and glycogen

•

amino acids to proteins

•fatty acids and glycerol to fats and oils

• Describe tests for:

• starch (iodine solution)

• reducing sugars (Benedict’s solution)

• protein (biuret test)

• fats (ethanol)

• List the principal sources of, and describe the

importance of:

• carbohydrates

• fats

• proteins

• vitamins (C and D only)

• mineral salts (calcium and iron only)

• fibre (roughage)

• water

• Describe the deficiency symptoms for:

• vitamins (C and D only)

• mineral salts (calcium and iron only)

6.2.1 Photosynthesis

Core

• Define

photosynthesis

as the fundamental

process by which plants manufacture

carbohydrates from raw materials using energy

from light

• State the word equation for the production of

simple sugars and oxygen

• Investigate the necessity for chlorophyll, light

and carbon dioxide for photosynthesis, using

appropriate controls

• Describe the intak

e of carbon dioxide and water

by plants

• Explain that chlorophyll traps light energy and

converts it into chemical energy for the formation

of carbohydrates and their subsequent storage

Supplement

• State the balanced equation for

photosynthesis in symbols

• Investigate and state the effect of varying light

intensity, carbon dioxide concentration and

temperature on the rate of photosynthesis

(e.g. in submerged aquatic plants)

• Define the term

limiting

factor as something

present in the environment in such short

supply that it restricts life processes

• Explain the concept of limiting factors in

photosynthesis

• Explain the use of carbon dioxide enrichment,

optimum light and optimum temperatures in

glasshouse systems

6.2.2 Leaf structure

Core

• Identify and label the cuticle, cellular and tissue

structure of a dicotyledonous leaf, as seen in

cross-section under the light microscope, and

describe the significance of these features in

terms of functions, to include:

• distribution of chloroplasts – photosynthesis

• stomata and mesophyll cells – gas exchange

• vascular bundles (xylem and phloem) – transport

and support

6.2.3 Mineral requirements

Core

• Describe the importance of:

• nitrate ions for protein synthesis

• magnesium ions for chlorophyll synthesis

• Describe the uses, and the dangers of overuse,

of nitrogen fertilisers

Supplement

• Explain the effects of nitrate ion and

magnesium ion deficiency on plant growth

6.3 Animal nutrition

6.3.1 Diet

Core

• State what is meant by the term balanced diet

and describe a balanced diet related to age, sex

and activity of an individual

• Describe the effects of malnutrition in relation to

starvation, coronary heart disease, constipation

and obesity

6.3.2 Food supply

Core

• Discuss ways in which the use of modern

technology has resulted in increased food

production (to include modern agricultural

machinery, chemical fertilisers, pesticides and

herbicides, artificial selection)

Supplement

• Discuss the problems of world food supplies

• Discuss the problems which contribute to

famine (unequal distribution of food, drought

and flooding and increasing population)

6.3.3 Human alimentary canal

Core

• Define

ingestion

as taking substances (e.g.

food, drink) into the body through the mouth

• Define

egestion

as passing out of food that has

not been digested, as faeces, through the anus

• Identify the main regions of the alimentary canal

and associated organs including mouth, salivary

glands, oesophagus, stomach, small intestine:

duodenum and ileum, pancreas, liver, gall

bladder, large intestine: colon and rectum, anus

• Describe the functions of the regions of the

alimentary canal listed above, in relation to

ingestion, digestion, absorption, assimilation

and egestion of food (cross reference 6.3.4,

6.3.5, 6.3.6 and 6.3.7)

6.3.4 Mechanical and physical digestion

Core

• Define

digestion

as the break-down of large,

insoluble food molecules into small, watersoluble

molecules using mechanical and

chemical processes

• Identify the types of human teeth and describe

their structure and functions

• State the causes of dental decay and describe

the proper care of teeth

• Describe the process of chewing

• Describe the role of longitudinal and circular

muscles in peristalsis

• Outline the role of bile in emulsifying fats,

to increase the surface area for the action of

enzymes

Supplement

• Describe how fluoride reduces tooth decay and

explain arguments for and against the addition

of fluoride to public water supplies

6.3.5 Chemical digestion

Core

• State the significance of chemical digestion in

the alimentary canal in producing small, soluble

molecules that can be absorbed

• State where, in the alimentary canal, amylase,

protease and lipase enzymes are secreted

• State the functions of a typical amylase, a

protease and a lipase, listing the substrate and

end-products

6.3.6 Absorption

Core

• Define

absorption

as movement of digested

food molecules through the wall of the intestine

into the blood or lymph

• Identify the small intestine as the region for the

absorption of digested food

• Describe the significance of villi in increasing

the internal surface area of the small intestine

Supplement

• Describe the structure of a villus, including the

role of capillaries and lacteals

• State the role of the hepatic portal vein in the

transport of absorbed food to the liver

• Identify the role of the small intestine and

colon in absorption of water (the small intestine

absorbs 5–10 dm

3 per day, the colon 0.3–0.5 dm

3

per day)

6.3.7 Assimilation

Core

• Define

assimilation

as movement of digested

food molecules into the cells of the body where

they are used, becoming part of the cells

• Describe the role of the liver in the metabolism

of glucose (glucose

→

glycogen) and amino

acids (amino acids

→

proteins and destruction

of excess amino acids)

• Describe the role of fat as an energy storage

substance

Supplement

• Define

deamination

as removal of the nitrogen-containing

part of amino acids to form urea,

followed by release of energy from the

remainder of the amino acid

• State that the liver is the site of breakdown of

alcohol and other toxins

7. Transportation

7.1 Transport in plants

Core

• State the functions of xylem and phloem

• Identify the positions of xylem and phloem

tissues as seen in transverse sections of

unthickened, herbaceous, dicotyledonous roots,

stems and leaves

7.1.1 Water uptake

Core

• Identify root hair cells, as seen under the light

microscope, and state their functions

• State the pathway taken by water through root,

stem and leaf (root hair, root cortex cells, xylem,

mesophyll cells)

• Investigate, using a suitable stain, the pathway

of water through the above-ground parts

of a plant

Supplement

• Relate the structure and functions of root

hairs to their surface area and to water and ion

uptake

7.1.2 Transpiration

Core

• Define

transpiration

as evaporation of water at

the surfaces of the mesophyll cells followed by

loss of water vapour from plant leaves, through

the stomata

• Describe how water vapour loss is related to

cell surfaces, air spaces and stomata

• Describe the effects of variation of temperature,

humidity and light intensity on transpiration rate

• Describe how wilting occurs

Supplement

• Explain the mechanism of water uptake and

movement in terms of transpiration producing

a tension (‘pull’) from above, creating a water

potential gradient in the xylem, drawing

cohesive water molecules up the plant.

• Discuss the adaptations of the leaf, stem

and root to

three

contrasting environments,

to include pond, garden and desert, with

emphasis on local examples (where

appropriate) and the factors described

in the core

7.1.3 Translocation

Core

• Define

translocation

in terms of the movement

of sucrose and amino acids in phloem;

• from regions of production

• to regions of storage OR to regions of

utilisation in respiration or growth

Supplement

• Describe translocation throughout the plant

of applied chemicals, including systemic

pesticides

• Compare the role of transpiration and

translocation in the transport of materials from

sources to sinks, within plants at different

seasons

7.2 Transport in humans

Core

• Describe the circulatory system as a system of

tubes with a pump and valves to ensure one-way

flow of blood

• Describe the double circulation in terms of a

low pressure circulation to the lungs and a high

pressure circulation to the body tissues and

relate these differences to the different functions

of the two circuits

7.2.1 Heart

Core

• Describe the structure of the heart including the

muscular wall and septum, chambers, valves and

associated blood vessels

• Describe the function of the heart in terms of

muscular contraction and the working of the

valves

• Investigate, state and explain the effect of

physical activity on pulse rate

• Describe coronary heart disease in terms of

the blockage of coronary arteries and state the

possible causes (diet, stress and smoking) and

preventive measures

7.2.2 Arteries, veins and capillaries

Core

• Name the main blood vessels to and from the

heart, lungs, liver and kidney

• Describe the structure and

functions of arteries,

veins and capillaries

Supplement

• Explain how structure and function are related

in arteries, veins and capillaries

• Describe the transfer of materials between

capillaries and tissue fluid

7.2.3 Blood

Core

• Identify red and white blood cells as seen under

the light microscope on prepared slides, and in

diagrams and photomicrographs

• List the components of blood as red blood cells,

white blood cells, platelets and plasma

• State the functions of blood:

• red blood cells – haemoglobin and oxygen

transport

• white blood cells – phagocytosis and

antibody formation

• platelets – causing clotting (no details)

• plasma – transport of blood cells, ions,

soluble nutrients, hormones, carbon dioxide,

urea and plasma proteins

Supplement

• Describe the immune system in terms of

antibody production, tissue rejection and

phagocytosis

• Describe the function of the lymphatic

system in circulation of body fluids, and the

production of lymphocytes

• Describe the process of clotting (fibrinogen to

fibrin only)

8. Respiration

Core

• Define

respiration

as the chemical reactions that

break down nutrient molecules in living cells to

release energy

• State the uses of energy in the body of humans:

muscle contraction, protein synthesis, cell

division, active transport, growth, the passage

of nerve impulses and the maintenance of a

constant body temperature